An innovative medical school curriculum to enhance exposure to genetics and genomics: Updates and outcomes |
| |
| Authors: | Kevin E. Glinton Lorraine Potocki Shweta U. Dhar |
| |
| Affiliation: | 1. Department of Molecular and Human Genetics, Baylor College of Medicine, Houston, TX;2. Department of Internal Medicine, Baylor College of Medicine, Houston, TX;1. Waisman Center, University of Wisconsin-Madison, Madison, WI;2. Department of Biostatistics and Bioinformatics, Duke University School of Medicine, Durham, NC;1. Department of Human Genetics, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Radboud University, Nijmegen, The Netherlands;2. Department of Artificial Intelligence, Faculty of Social Sciences, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Radboud University, Nijmegen, The Netherlands;1. Department of Epidemiology, Mailman School of Public Health, Columbia University, New York, NY;2. National Association of the Deaf, Silver Spring, MD;3. Department of Biostatistics, Mailman School of Public Health, Columbia University, New York, NY;4. New York State Psychiatric Institute, New York, NY;5. Center for Research on Ethical, Legal & Social Implications of Psychiatric, Neurologic & Behavioral Genetics, Department of Psychiatry, Columbia University Irving Medical Center, Columbia University, New York, NY;6. Center for Precision Medicine and Genomics, Department of Medicine, and Division of Ethics, Department of Medical Humanities and Ethics, Columbia University, New York, NY;1. Institute of Medical Genetics, University of Zurich, Zurich, Switzerland;2. Zurich Center for Integrative Human Physiology, University of Zurich, Zurich, Switzerland;3. Neuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, Switzerland;1. Division of Genetic Medicine, Department of Medicine, Vanderbilt-Ingram Cancer Center, Vanderbilt University Medical Center, Nashville, TN |
| |
| Abstract: | ![]()
PurposeIn 2011, we introduced an innovative parallel curriculum at Baylor College of Medicine, formerly called the Genetics Track Curriculum and now called the Genetics and Genomics Pathway, aimed at providing an opportunity for an enriched educational experience throughout medical school. In this report, we describe our 10-year experience with the program and highlight growth in enrollment as well as academic achievements of graduating students.MethodsWe reviewed the data of students enrolled in this pathway, including retention, satisfaction, student-driven curriculum changes, scholarly outcomes, and career outcomes.ResultsFrom September 2011 to June 2021, 121 students were enrolled in the Genetics and Genomics Pathway program. In total, 64 students (64/121 = 53%) left the program before graduating (the majority, after their first year). Of the 57 remaining students, 29 graduated (29/57, approximately 51%), and 4 of the 29 students (4/29 = 14%) matched into a genetics training program.ConclusionThis novel program serves as a mechanism for garnering increased interest and competence in medical genetics. The longitudinal nature of the program fosters enthusiasm for genetics and provides ample opportunity to develop valuable research skills. Given the ongoing shortage of providers in this field, such programs are vital to increase the size of the workforce and broaden the knowledge of providers in diverse fields. |
| |
| Keywords: | Genetics curriculum Genetics enrichment Undergraduate medical education (UME) |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
